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Spatial Planning and Governance
| Code: | MRCOT024 | Acronym: | PGT |
Instance: 2021/2022 - 1S 
| Active? | Yes |
| Responsible unit: | Department of Geography |
| Course/CS Responsible: | Masters in Hazards, Cities and Spatial Planning |
Cycles of Study/Courses
| Acronym | No. of Students | Study Plan | Curricular Years | Credits UCN | Credits ECTS | Contact hours | Total Time |
|---|---|---|---|---|---|---|---|
| MRCOT | 16 | MRCOT - Study Plan | 1 | - | 6 | 4 |
Teaching language
Suitable for English-speaking studentsObjectives
The learning objectives are:
1.To understand and explain the evolution of theories and processes of planning
2.To construct and further delve into a systemic and multi-tier structure of knowledge on building a city that promotes quality of life and well-being.
3.To understand and explain the evolution of governance models and participation processes.
4.To understand and apply current concepts and practices of planning, by establishing relations between cities, governance and interventions in the matter of planning.
5.To acquire and develop investigation, action and communication skills, strengthening conceptual learning and intervention capability, taking into account a context of uncertainty and change.
Learning outcomes and competences
The methodological option focused on exploration, debate and discovery contributes to a better learning of the current theories and concepts in Planning, Governance and urban quality of Cities (objective 1, 2 and 3). Ensuring availability of specific bibliography from an early stage and encouraging its reading and previous analysis facilitates learning and promotes class participation. For some debates an external specialist will be invited (mainly objective 4). This methodological strategy also has the virtue of stimulating class participation and debate (objective 5). Organizing a field excursion (one day, in multiple urban contexts) contributes to the fulfilment of the defined general objectives, generating readind and spatial analysis skills, as well as identifying strategic priorities and operation of a possible intervention (all objectives).
On the other hand, the application of active methods intends to enhance, simultaneously, conceptual comprehension, application as well as communication skills (objectives 4 and 5). A case study (Documental research on a city located off-region, national or international) and a group assignment are developed in pairs, aiming for the development of various skills, especially teamwork skill.
The intention of both case studies is to provide the analysis of different situations, to communicate and debate ideas, enhancing information collection, cartography and interpretation, discussion and communication skills which allow further learning (objectives 4 and 5, especially). The choice of an international case is intentional, allowing comparative analysis between different territorial contexts to be performed, with different resources and issues (objective 2) and very heterogeneous planning and Governance practices (objectives 1 and 3). Additionally, by promoting contact with this type of strategic documentation for urban developing, knowledge is enhanced. The presentation of the assignments in pairs also develops oral communication and sharing skills (objective 5).
Developing a case study as a group assignment aims to develop urban analysis skills through the exploration of direct and indirect sources of information, from the statistical and cartographic organization and processing of data, as well as the application and operation of the acquired knowledge (all objectives). Writing a final report contributes to the development of written communication skills (objective 5). The test will assess the ability to reflect and sistematically apply the acquired knowledge throughout the semester (objective 5). For the participation component, class participation and group work will be evaluated.
Working method
PresencialProgram
1. THEORY OF PLANNING
1.1 The Chicago School planning
1.1 The Chicago School planning
1.2 Planning as a rational process
1.3 Planning, pragmatism and social theory
1.4 Collaborative and participative planning
1.5 Networks and complex system governance
2. TERRITORIAL GOVERNANCE
2.1 Governance and participation
2.1 Governance and participation
2.2 Urban and Territoriale Governance
3. STUDY CASES: PLANNING AND CITY GOVERNANCE
3.1 Substance, processes and actors
3.1 Substance, processes and actors
3.2 Systems in transformation
Mandatory literature
Marques, Teresa Sá; Planos regionais de ordenamento do territórioFerrão, João; Ordenamento do Território Como Política Pública, Fundação Gulbenkian, 2011. ISBN: 9789723114157
Davoudi, Simin; Planning, governance and spatial strategy in Britain : an institutionalist analysis, Basingstoke [etc.] : Macmillan [etc.], 2000
Heale, Patsy ; Urban Complexity and Spatial Strategies: , The RTP, 2008
Complementary Bibliography
Davoudi, Simin; Planning as practice of knowing. Planning Theory, 14(3), 316-331., 2015Comments from the literature
During classes, an indication of more bibliography may be given.Teaching methods and learning activities
Classes will proceed by integrating teaching/learning methodologies through exploration, debate and discovery (1) by active methods (2).
1)Exploration, debate and discovery – to stimulate an active role on the students, every week the students are encouraged to read specific bibliography, through which learning is stimulated. Class debate is alternated with moments of presentation, stimulating vertical as well as horizontal dialogue.
2 )Active methods – composed by 2 components:
a) presentation and discussion of an international case study; b) developing a group assignment on an urban scale, involving data collection and processing, developing a diagnosis, a strategy and an action plan, and finally a governance model.
Students must write and present a report. (50% of the evaluation).
In terms of individual assessment, is still considered the test and participation (40% + 10%).
a) presentation and discussion of an international case study; b) developing a group assignment on an urban scale, involving data collection and processing, developing a diagnosis, a strategy and an action plan, and finally a governance model.
Students must write and present a report. (50% of the evaluation).
In terms of individual assessment, is still considered the test and participation (40% + 10%).
Evaluation Type
Distributed evaluation with final examAssessment Components
| Designation | Weight (%) |
|---|---|
| Exame | 40,00 |
| Participação presencial | 10,00 |
| Trabalho escrito | 50,00 |
| Total: | 100,00 |
Amount of time allocated to each course unit
| Designation | Time (hours) |
|---|---|
| Estudo autónomo | 108,00 |
| Frequência das aulas | 54,00 |
| Total: | 162,00 |
Eligibility for exams
Students must maintain a minimum attendance of 75%. For all students, whether student workers or not, absence in more than 25% of classes due to medical reasons, illness, work or other, can be compensated with an extra question in the final exam. Lack of participation in group work or the presentation can be replaced by an extra question in the written or oral exam (to be defined by the lecturer).
Calculation formula of final grade
1. In terms of collective evaluation:a) presentation and discussion of an international case study (15% of the evaluation);
b) write and present a report (35% of the evaluation).
2. In terms of individual assessment, is considered the test and participation (40% + 10% = 50%).
Special assessment (TE, DA, ...)
Absence in more than 25% of classes, can be compensated with an extra question in the final exam. Lack of participation in group work or the presentation can be replaced by an extra question in the written or oral exam (to be defined by the lecturer).Classification improvement
Participation in classes can not be improved.All other components may be subject to improvement.
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Page created on: 2025-12-03 at 15:43:56 | Privacy Policy | Personal Data Protection Policy | Whistleblowing | Electronic Yellow Book